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1.
Early childhood is a sensitive period for learning and social skill development. The maturation of cerebral regions underlying social processing lays the foundation for later social-emotional competence. This study explored myelin changes in social brain regions and their association with changes in parent-rated social-emotional development in a cohort of 129 children (64 females, 0–36 months, 77 White). Results reveal a steep increase in myelination throughout the social brain in the first 3 years of life that is significantly associated with social-emotional development scores. These findings add knowledge to the emerging picture of social brain development by describing neural underpinnings of human social behavior. They can contribute to identifying age-/stage-appropriate early life factors in this developmental domain. 相似文献
2.
AbstractThis paper will entail a critical analysis of the relationship between sport science and ethics by analysing various forms of ‘fairness’ rules and policies. The relationship between science and ethics can have an impact on professional careers and competitive balance. The generation and adjudication of some of the more traditional formal rules and policies utilized to authenticate fairness, and thus support prevailing concepts of fair play, will be challenged from a philosophical and feminist perspective. 相似文献
3.
ABSTRACTComic books and graphic novels are a common part of public library collections. This research used quantitative survey methodologies to investigate the library-based behaviors and attitudes of attendees of a large metropolitan comic book convention. The intent is to provide context for librarians interested in patron outreach through comic cons. Results found that comic con attendees are library patrons, and provided clues for other types of outreach to related populations. 相似文献
4.
Esther Thelen Daniela Corbetta Kathi Kamm John P. Spencer Klaus Schneider Ronald F. Zernicke 《Child development》1993,64(4):1058-1098
The onset of directed reaching demarks the emergence of a qualitatively new skill. In this study we asked how intentional reaching arises from infants' ongoing, intrinsic movement dynamics, and how first reaches become successively adapted to the task. We observed 4 infants weekly in a standard reaching task and identified the week of first arm-extended reach, and the 2 weeks before and after onset. The infants first reached at ages ranging from 12 to 22 weeks, and they used different strategies to get the toy. 2 infants, whose spontaneous movements were large and vigorous, damped down their fast, forceful movements. The 2 quieter infants generated faster and more energetic movements to lift their arms. The infants modulated reaches in task-appropriate ways in the weeks following onset. Reaching emerges when infants can intentionally adjust the force and compliance of the arm, often using muscle coactivation. These results suggest that the infant central nervous system does not contain programs that detail hand trajectory, joint coordination, and muscle activation patterns. Rather, these patterns are the consequences of the natural dynamics of the system and the active exploration of the match between those dynamics and the task. 相似文献
5.
Laerke Sass Elín Bjarnadóttir Jakob Stokholm Bo Chawes Rebecca K. Vinding Anna-Rosa C. Mora-Jensen Jonathan Thorsen Sarah Noergaard Bjørn H. Ebdrup Jens R.M. Jepsen Birgitte Fagerlund Klaus Bønnelykke Lotte Lauritzen Hans Bisgaard 《Child development》2021,92(4):1624-1635
A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC2010 mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems. 相似文献
6.
The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university. 相似文献
7.
Klaus Brokhoff 《Research Policy》1983,12(3):171-182
Efficiency measurement of governmental R&D subsidies is a complicated task. The suggestion is made to derive the subsidization objectives from the programs themselves along seven dimensions. If completely defined and if properly operationalized, these could be used as a basis for efficiency measurement. Various levels of measurement and the related problems are reviewed. As information on a program and its acceptance are of importance for governmental planning, the development of diffusion models for this special purpose is suggested. A most simple version is given to start discussion. The ideas developed are illustrated by reference to empirical research on two related subsidization programs in the Federal Republic of Germany. 相似文献
8.
Klaus Hahlbrock 《中国科学院院刊(英文版)》2004,18(2):53-54
The common goals and the almost perfect complement of the initiatives taken in parallel at Kunming and at several Max Planck sites could serve as valuable starting points for further promoting the CAS/MPS partnership in all matching areas of ecological research. 相似文献
9.
Factors that influence the incidence of utilization deficiencies and other recall/strategy-use patterns on a strategic memory task were evaluated in two hundred and fourteen 7- and 9-year-old children. Both utilization deficiencies and the incidence of children showing increases in both recall and strategy use over phases were more likely to be observed on phase transitions involving prompting or when different lists of items were included on consecutive trials; in contrast, increases in recall in the absence of increases in strategy use were more likely to be found between trials consisting of the same stimulus items. This research clearly indicates that patterns of recall/strategy-use relations, including utilization deficiencies, vary meaningfully with the age of the child and a variety of contextual factors. 相似文献
10.
Zusammenfassung Wer Schule in Deutschland und in Nordamerika vergleichend beobachtet, dem fallen bald für den Alltag von Schülerinnen und
Schülern relevante Unterschiede auf, die in der erziehungswissen-schaftlichen Forschung bisher kaum bearbeitet wurden: Hierzu
geh?rt — neben der unterschie dlichen Bewertung des in Nordamerika verp?nten, in Deutschland aber fast zum guten Ton geh?renden
‘cheating’/Schummelns — die Bewertung guter Schulleistungen durch Peers. W?hrend gute Leistungen in Nordamerika unter Peers
hoch im Kurs zu stehen scheinen, werden sie in Deutschland — insbesondere in der Sekundarstufe I — oft mit dem Strebervorwurf
belegt. Der hier vorgelegte Text wendet sich der Frage zu, ob der Strebervorwurf Auswirkungen auf tats?chliche Schulleistungen
im Bereich der Mathematik hat. Er vertritt die These, dass befürchtete negative Peer-Sanktionen als Folge besonders guter
Leistungen in Mathematik bei guten Schülern und insbesondere bei leistungsstarken M?dchen die Aussch?pfung des vorhandenen
Leistungspotentials begrenzt und auf Dauer auch die Leistungsf?higkeit reduziert. Vorgestellt wird zum einen die Forschungsidee
eines im DFG-Schwerpunktprogramm „Bildungsqualit?t von Schule“ gef?rderten Projekts, zum anderen erstes empirisches Material
aus zwei Vorerhebungen des Projekts, mit dem die empirische Plausibilit?t der Forschungsidee untermauert werden soll.
Summary Do Nerds Refuse Achievement? Project idea and first data from a study on mathematical achievement Whoever compares schooling in Germany and North America, will soon come across differences with everyday relevance for the school life of students that have rarely been addressed in educational research: Besides the different attitudes towards cheating — being a complete taboo in North America, but a lesser sin in Germany — there is the attitude towards high achievement by peers. Whereas in North America high achievement seems highly valued, high-achieving students in Germany are often accused of being nerds or teacher’s pets, particularly in grades 7–10. The present article deals with the extent to which the nerd accusation has consequences for real achievement in mathematics. The hypothesis is formulated that fear of negative sanctions by peers, as a consequence of being particularly good in math, encourages high achievers to reduce their efforts. Particularly among high-achieving grils, this is presumed to even affect the objective achievement potential in math in the long run. Firstly, the research idea for a study funded by the German Research Council (DFG) in the framework of its focal program on “Quality of Education in Schools” is presented. Secondly, first empirical material from two pilot studies is presented in order to underscore the plausibility of the research idea.相似文献